Reading with the senses: how sensory reading opens doors for people with autism

In a room of any library in Madrid, a group of children with Autism Spectrum Disorder (ASD) browse books that are not only read with the eyes, but also with the hands, ears, and even the nose. They are sensory books, a tool increasingly used to bring reading closer to those who process the world differently.

Sensory reading is a methodology that incorporates tactile, visual, auditory, and even olfactory stimuli to facilitate the understanding and enjoyment of books. Instead of being limited to printed words, they include textures, volumes, sounds, and even aromas and interactive elements that allow a multisensory experience.

Sensory books can be as simple as an illustrated story with fabrics of different textures, or as sophisticated as electronic devices that reproduce ambient sounds, vibrations, or aromas. Some are specifically designed to work on emotions, routines, or social skills, key themes in intervention with people with ASD.

For people with ASD, who often have difficulties in verbal communication and interpreting abstract symbols, this approach can make a difference. “Children learn through play, so we use materials that allow and encourage it. This gives more information about the story itself and facilitates interaction and understanding of the story,” explains Paula Gimeno, teacher and psychomotor therapist at the Argadini Association, where they have been working with sensory reading for years as part of their art and literature workshops for people with intellectual disabilities and ASD.

Voices from experience

The benefits of sensory reading go beyond the pleasure of reading. Children with autism who receive multisensory interventions before the age of three show significant improvements in cognitive and adaptive skills, according to a report from the University of California-Davis.

In addition, sensory reading promotes social interaction when done in groups and can be a therapeutic tool in educational and clinical contexts.

When a child touches the rough texture of a tree in a book and hears the sound of the wind as they turn the pages, they are building an emotional connection with the story. This facilitates information retention and language development. A study published in ScienceDaily suggests that multisensory approaches, such as sensory reading, can improve reading comprehension by up to 40% in children with language difficulties.

“We work on the story for a long period of time so that the children consolidate the characters, how they feel, what happens, the places... In addition, the materials used, the setting, and the aesthetics in which we will work are key,” adds Paula Gimeno.

Precisely, the materials must meet certain characteristics to be effective. As Andrea Sanz Sáez, artistic educator at Argadini, explains, “the material must be specifically designed for the goal to be achieved with that activity. For example, the materials for the stories are ideal because what we want is for them to distinguish the characters or elements of the story itself. Specifically, the materials created by CaixaBank volunteers —who regularly collaborate with the association— allow the classroom to be transformed into the story itself.”

 
A demonstration in the heart of Madrid

At the great literary event that these days permeates Madrid, the Argadini Association will be present to demonstrate how literature can be a bridge to inclusion. It will do so with the support of CaixaBank, the official sponsor of the Madrid Book Fair, which has created a space for various social entities to explain their projects and carry out activities and workshops between June 10 and 15.

Thus, on June 13 and 14, Argadini will occupy the CaixaBank Social Space and hold a series of activities that combine art, reading, and diversity, with special attention to people with intellectual disabilities and Autism Spectrum Disorder (ASD).

One of the most anticipated moments will be the illustrated album creation workshop led by artist Iván Harón, which will take place on Saturday, June 14 at 5:00 p.m. in the CaixaBank Pavilion. Aimed at young people with and without disabilities, the workshop proposes exploring the narrative possibilities of stamping as an artistic technique. Each participant will be able to create their own visual universe, bring their characters to life, and tell their story from a sensory perspective.

Both days will feature the participation of CaixaBank volunteers, who will assist the public and accompany the participants. Their involvement reinforces the entity's social commitment and demonstrates that inclusion is everyone's task.

A more inclusive future

The prevalence of autism has increased significantly in recent decades. In Spain, according to the most recent report from the Ministry of Education and Vocational Training for the 2022-2023 school year, 0.94% of non-university students in the general regime are diagnosed with Autism Spectrum Disorder (ASD).

This equates to 78,063 students, of whom 82.24% are boys and 17.76% are girls, which suggests that there is likely a diagnostic deficit in the case of girls and that this figure could increase if this gap were corrected.

Sensory reading is not just an educational tool, but a statement of principles: everyone has the right to access culture, in their own way and at their own pace. In the words of Sonia Garrido: “My son did not speak, but when we gave him his first sensory book, he smiled. It was the first time I saw him enjoy a story.”

In a world that often demands that people with autism adapt to its norms, sensory reading proposes the opposite: adapting the world so that everyone can understand it.